Writing a Research Proposal for English Studies: Some Hints

Coming up with a clear research proposal is the foundation of your research project. The clarity you bring to your research proposal goes a long way in impacting the quality and velocity of your work. Any research proposal is basically a statement and plan of your research project that explains what you want to do, why is it important to do it, and how you propose to do it. The following write-up offers some hints for a beginner who intends to take up a post-MA research project leading up to an M.Phil or a Ph.D in English studies in India. My hints are mainly regarding exploratory, qualitative research in literary studies in an Indian context. English Language Teaching not being my field, my suggestions and observations will come from literary studies.

One of the major difficulties faced by an aspiring researcher while coming up with a sound research proposal is having insufficient clarity about the research question. Many Indian post-graduates approach me asking for what ‘topic’ they should select for their research- or even worse, that they have already found one,  and want me to supervise it. Most of the times these ‘topics’ are dreadfully clichéd, and the researchers often come up with a justification that they selected them because ‘they liked it and are interested in it’. I say, “Good for you that you are interested. I am not.” It is then that they start asking me what topic would be good.  This happens largely because of the ignorance of what research in literary studies is. I suggest the beginner to look up my earlier blog entry ‘A Beginners Guide to Doing A PhD in English’ for help in this regard. In very early stages, one can only decide a broad area of research interest which may tentatively include specific form/s, author/s and literature/s. I suggest that one should go for the area which one can relate to, or appeals to you as a human being, and excite you.

The research question comes from what is called the ‘research gap’, a ‘gap’ in the existing knowledge, an unexplored or an under-explored aspect of the textual archive (the body of texts termed as ‘primary sources’). This gap may be an unexplored or under-explored methodological (or theoretical) angle that one brings in to bear on a canonical archive- as for instance ‘Caste Consciousness in Sri Aurobindo’s Savitri’ which deploys ideas and insights from Dalit studies in reading the canonical Indian Writing in English text, or it may be an underexplored textual archive ( primary sources)  using an established theoretical framework -as for example in ‘Postcoloniality and the question of Identity in contemporary Gujarati Poetry’.  Identification of the research gap makes your project specific. (Check out my blog on application of the theory of interliterariness to Indian literature)

It is important to note that I have assumed that after the ‘crisis in English studies’ debate of the late nineteen eighties, English studies in India have moved far beyond the study of ‘English Literature’ or ‘Indian Writing in English’, and have imbibed the spirit of comparative literature ( You can read my entry on Comparative Literature   and Translation Studies in India on this blog)  in being open to literatures in Indian languages (‘bhashas’ as Prof GN Devy terms them) and open to the expanded notion of the text which includes films, popular literatures, visual culture, oral narratives, and popular culture. This makes the research work inevitably interdisciplinary in nature. I am aware that this assumption is not always accepted by many English departments in India. However, this is the assumption I uphold and promote. (Check out my blog on how to read translation)

Identifying the ‘research gap’ and arriving at the research question will automatically lead to ‘why’ and ‘how’ of your research project. Obviously, in trying to locate what is unexplored or underexplored in your domain, you have to find out what is already explored. This demands extensive reading of already existing knowledge (‘secondary sources’) in the particular domain. Mentioning what you have read in your research proposal is often called ‘Review of Literature’. This extensive pre-reading is indispensible in formulating your argument which is the backbone of your research project. The argument begins when you either disagree with prevalent views and ideas about your subject or you start being aware of the limitations of these views. The ‘why’ of your research (rationale/objectives/ justification) emphasizes the underexplored aspects of your subject and the limitations of the already prevalent views. The rationale also underscores the contemporary social relevance of your research project (the scope and significance). It implies that the knowledge that you produce will be useful and contributing for the society that you inhabit by promoting enhanced understanding of itself.  In my personal view, the research projects dealing with languages and cultures of the society we inhabit, the Indian society, have more direct relevance than those dealing with societies and cultures which are distant from us.  (Check out my blog on the possible areas of research in translation studies)

The ‘how’ or the question of ‘method’ of the research project follows logically from ‘what’ and ‘why’ of it. Using Griffin’s distinction between ‘skills, methods and methodology’ (2005), one can say that ‘Postcoloniality and the question of Identity in contemporary Gujarati poetry’ will evidently use exploratory, qualitative methods involving textual analysis and explication. It might include oral interviews, archival methods, and draw upon the methodological frameworks from comparative studies, postcolonial studies, and identity studies. I recommend Research Methods for English Studies (2005) edited by Gabriele Griffin to everyone who want to do research. (Check my blog on Theorizing Indian Literatures for a brief introduction to Semiotics of Culture as methodology)

As I am talking about exploratory and qualitative research in humanities, it is not necessary to talk about ‘hypothesis’ the concept which belongs more accurately in the domain of natural sciences. As MPhil and PhD programs come with their own time-frames in India, it is not very important to talk about them either. Chapterization of the thesis also comes later and need not be laid down or may be mentioned tentatively. The ‘what’, ‘why’ and ‘how’ is usually followed by a list of important books and articles (bibliography) you have mentioned in your ‘Review of Literature’ section. You should use the format given by MLA Handbook (8th Edition).

So the outline of your research proposal may be as follows:

I) The Title and the Topic: The discussion of ‘what’ of your project, the research question in specific terms, and a brief introductory background to the author/s, and texts.

II) Rationale (‘why’ is it important): The discussion of the ‘research gap’, ‘Review of Literature’ and its social significance.

III) Methodological (Theoretical) Framework: The discussion of the relevant theoretical concepts and ideas and their justification.

IV)  Bibliography

Translation Studies in India: A Brief Overview

Translation studies in India is an evolving discipline.  Historically, it was only in mid-nineteenth century that the translation became a significant intellectual issue in India when the question of ‘imagining a nation’ became problematic with the realization of multilingual and multiethnic nature of Indian society. While the idea of nation as a linguistic and cultural unit based on the Eurocentric model started appearing clearly inadequate, translation started to appear as an urgent cultural necessity for nationalistic, indologicial and orientalist projects. The earliest writings on translation in India emerged during this period of the rise of print capitalism and Vishnu Shastri Chiploonkar’s Nibandhmala in Marathi in 1874 can be seen as one of the earliest attempts to intellectually confront the issue of translation. 

 Practitioners and thinkers of this period like Romesh Chander Dutt, and Sri Aurobindo reflected on translation from nationalistic, indological and orientalistic perspectives. The source language, needless to say, was largely Sanskrit and the target language was very often English.

It was only in post- independence period, that the dissatisfaction with the nationalistic, indological and orientalist idea of culture and nation made Indian intellectuals to search for alternative models of theorizing and reflecting on nation and civilization. The questions of regional and linguistic identities became prominent during the processes of linguistic reorganization of states. The questions of caste and gender identities and the movements against discrimination and injustice started gaining ground. In such a context, the idea of nation as an elitist upper caste, upper class and patriarchal construct started being vigorously interrogated. The little magazine movements challenging the predominant formalist and idealist poetics also started questioning the political underpinnings of the established literary culture. It was against this politics of interrogation and revision that the questions of translation started being posed. The major practitioners and scholars of this period like AK Ramanujan, Dilip Chitre, Sujit Mukherjee among many others approach the questions of translation in the context of this shift from nationalist, orientalist elitist framework to more regional/ local and demotic outlook towards culture and nation. This shift is clearly noticeable in their choice of source languages and texts which are very often from the marginalized oral, folk and ‘native’ traditions or from bhashas instead of Sanskrit. Their reflections on translation also reveal these re-visionary attitudes.

However, most of the thinking about translation practiced by academics in this period not just in India was around the ‘problems’ of translation very often in a normative way and limiting itself to viewing translation as a process. Internationally, the shift from this normative, process-oriented and hierarchic view of translation to more descriptive, product-based, ideological and subversive view of translation emerged only with the rise of ‘translation studies’ as a discipline in the nineteen seventies.

The late nineteen eighties and nineties was an exciting period for the discipline of translation studies in India. Seminal writings like GN Devy, In Another Tongue: Essays on Indian English Literature (1993), Sujit Mukherjee’s Translation as Discovery and Other Essays on Indian Literature in English Translation (1994), Tejaswini Niranjana, Siting Translation History, Post-Structuralism, and the Colonial Context  (1995)  and invaluable anthologies like  Promod Talgeri, and Verma.  S.B.  eds. Literature in Translation from Cultural Transference to Metonymic Displacement (1988),   AK Singh ed. Translation: Its theory and Practice (1996) , Dingwaney,  Anuradha and Carol Maier.(eds.)  Between Languages and Cultures: Translation and Cross-Cultural Texts (1996)  S.Ramakrishna ed. Translation and Multilingualism.  PostColonial Contexts (1997), Tutun Mukherjee ed. Translation: From Periphery to Centrestage (1998) and Susan Bassnett and Trivedi eds. Post Colonial Translation: Theory and Practice. (1999) burst upon the scene. Most of these writing build upon the reflections and practice of translator-scholars like A. K. Ramanujan. These writings are not only informed by the ‘ cultural’ turn in translation studies but also draw heavily upon theorization of postcolonial studies, gender studies, Dalit studies and post structuralism.

With the twenty-first century, globalization permeated nook and corner of Indian society forcing people to seriously rethink the questions of nation, cultural identities, languages and civilization. The explosive growth of digital technology in form of the internet, cellphones and social media in the beginning of the twenty first century has altered the way people communicate and process information and knowledge. The economic reforms from the nineteen nineties of liberalization and privatization intertwined with the processes of globalization producing a new urbanized middle-class and a distinctive landscape dominated by multi-storied complexes, mega-malls and proliferation of multiple types of automobiles. The economic growth was not without its catastrophic implications. The rise of religious fanaticism, terrorism, alarming development of farmers committing suicide and environmental disasters accompanied by growing criminalization and corruption of public life raised new questions before Indian society. The politics of electoral democracy in the post-Mandal period when there was a reconfiguration of politics of caste and reservations has undergone substantial shift. The questions of very existence of Indian languages, marginal identities, ethnic minorities, and natural environment have become more acute than ever. At this juncture it will be fruitful to think of how translators and translation scholars engage with these new questions. It will be interesting to find out how translation studies scholars extensively and intensively deliberate upon the complex emergent issues like:

·         Translation in India and the Digital Revolution

·         Translation and the Fate of Indian Languages

·         Translation and the question of Literary Historiography of post-Independence Indian Literatures

·         Politics of Translation between the Bhashas

·         Teaching Translation Studies in Indian Universities

·         Poetics and Politics of Translation of translating marginal literary discourses like the Dalit literatures, the Adivasi literatures and LGBT writings into English and into Bhasha

·         Politics and Mechanics of Film and TV Adaptation and subtitling into Indian Languages

• Translation and Corpora Linguistics in India

Read More about Translation Studies Elsewhere on My Blog by clicking HERE
 Read my blog on using Semiotics of Culture as a Theoretical Framework for studying Indian literatures and cultures.